Two of the problems that currently affect a large proportion of university students are high levels of anxiety and stress experienced in different situations, which are particularly high during the first years of their degree and during exam periods. The present study aims to investigate whether mindfulness training can bring about significant changes in the manifestations of depression, anxiety, and stress of students when compared to another group undergoing a physical activity program and a control group. The sample consisted of 125 students from the Bachelor of Education Program. The measuring instrument used was the Abbreviated Scale of Depression, Anxiety and Stress (DASS-21). The results indicate that the effects of reducing the identified variables were higher for the mindfulness group than for the physical education group and for the control group F(2) = 5.91, p = .004, η2 = .106. The total scores for all variables related to the mindfulness group decreased significantly, including an important stress reduction t(29) = 2.95, p = .006, d = .667. Mindfulness exercises and some individual relaxing exercises involving Physical Education could help to reduce manifestations of stress and anxiety caused by exams in students.

Effect of a Mindfulness Program on Stress, Anxiety and Depression in University Students

The coping strategies used by students play a key role in their psychological well-being. This study examines the relationship between coping strategies and psychological well-being in a sample of 98 undergraduates aged between 19 and 42 years. Coping strategies were evaluated by means of the CRI-A (Moos, 1993), while psychological well-being was assessed using the BSI (Derogatis and Spencer, 1982). The results show a relationship between coping style and psychological well-being. Approach coping strategies as problem solving in teacher education students had a beneficial effect on symptoms of depression, phobic anxiety and overall level of psychological distress. In contrast, cognitive avoidance coping are associated with greater presence of psychological symptoms indicating distress. And behavioural avoidance strategies (search for alternative rewards and emotional discharge) were associated with negative psychological well-being. Coping strategies may help to reduce psychological distress in university students. Specifically, approach-oriented coping is associated with positive scores for psychological well-being, and avoidant emotion-focused coping—above all, behavioural avoidant coping—may be a strong predictor of psychological distress.

Coping strategies and psychological well-being among teacher education students Coping and well-being in students

Teachers constitute one of the professional collectives most affected by psychological problems. The purpose of this quasi-experimental study is to examine the efficacy of a mindfulness training programme to reduce psychological distress in a group of teachers. The sample comprised 68 teachers of Secondary School Education, from various public schools; half of them formed the experimental group, and the another half the control group. The levels of psychological distress were measured, in both groups, by the Symptom Checklist-90-R (SCL-90-R) before and after the application of the programme. Statistical analysis shows the significant reduction of three general measures of psychological distress (Global Severity Index, Positive Symptom Distress Index, and Positive Symptom Total), as well in all its dimensions (somatization, obsessive-compulsive, interpersonal sensibility, depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychoticism), in the experimental group compared with the control group. Follow-up measures show that these results were maintained for four months after termination of the intervention in the experimental group.

/pdf/reducing-teachers-psychological-distress-through-a-qx2ssnkvbb.pdf

Reducing teachers' psychological distress through a mindfulness training program.

The following study aimed to analyze the Brazilian scientific production about Burnout Syndrome in Brazil For such, a bibliographic search was made in the BVS electronic data basis, as well as, IndexPsi and Pepsic on March 2007 The key words Burnout Syndrome, Burnout, professional debility Syndrome were used From this search, summaries and classified (adds) were extracted according with the categories: theorical review, research report and instrument validation 27 articles were identified, being most of them belonging to the category research report The most investigated categories are teachers and health professionals, being the accomplished publications in psychology magazines and the most productive years were 2002 and 2005 Keywords : Burnout Syndrome; Psychologic evaluation

/pdf/analise-da-producao-cientifica-sobre-a-sindrome-de-burnout-4pcf1ytm5u.pdf

Análise da produção científica sobre a Síndrome de Burnout no Brasil

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

/pdf/barriers-perceived-by-teachers-at-work-coping-strategies-2skrvr9zcj.pdf

Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout.

http://aepc.es/ijchp/articulos_pdf/ijchp-126.pdf

Estrés y burnout en profesores

Combined treatment of the schizophrenia applied in the home setting. In the present study eight cases of paranoid schizophrenia are described in which a combined treatment is applied (pharmacologicalpsychological) in the home setting. During the intervention, it is also carried out a training in skills of the daily life as basic as instrumental and a formation module for the adhesion to the pharmacological treatment. The used design is the only example with eight replies (N= 8) and a ABAB design. After the periods of intervention in their homes, the results show that the training increases the number of skills and the adherence to the pharmacological treatment and that they produce an improvement in the general symptomatology of the patients.

https://sid.usal.es/idocs/F8/ART10980/tratamiento_combinado.pdf

Tratamiento combinado de la esquizofrenia aplicado en el ámbito domiciliario

Actividades extraescolares y rendimiento académico en alumnos de educación secundaria Vol 4(1), pp: 35-46

The aim of the research was the teaching of the discrimination between right and lelf in a seven-year-old child with visual impairment and intellectual disability. The teaching was approached from the perspective of the analysis of the stimuli implied in the discriminations. The learning procedure consisted of the explicit teaching of the simple discrimination which included a stimulus, an answer and a consequence testing the transfer to the condicional discrimination that included two stimuli, an answer and a consequence. The results showed the transfer of the learning without an explicit training. The learning was maintained during the six months of the follow-up. The procedure discribed can be a method, easy to apply, that reduces the effort of the participants.

http://www.apuntesdepsicologia.es/index.php/revista/article/download/165/167

Procedimiento para la enseñanza de la discriminación entre derecha e izquierda. Estudio de caso para un niño con deficiencia visual y discapacidad intelectual

El objetivo de esta investigacion aborda el estudio del burnout en profesiones asistenciales que trabajan directamente con personas. Seleccionamos de forma aleatoria 100 profesoras de centros publicos de educacion secundaria y 100 auxiliares de ayuda a domicilio de la red de servicios sociales comunitarios. Administramos el Inventario de Burnout de Maslach (MBI) y realizamos la comparacion entre ambos grupos segun las puntuaciones obtenidas. Los resultados indican que las puntuaciones globales de burnout no difieren de forma significativa pero sin embargo si existen diferencias en los distintos factores que componen el burnout que quizas puedan ser explicados por el tipo de trabajo desarrollado por cada uno de los grupos profesionales. Tambien destaca como resultado la conveniencia de utilizar como medida de burnout los tres factores del MBI mejor que las puntuaciones globales.

Juan Antonio Moriana Elvira

Papers

Estrés y burnout en profesores

Tratamiento combinado de la esquizofrenia aplicado en el ámbito domiciliario

Actividades extraescolares y rendimiento académico en alumnos de educación secundaria Vol 4(1), pp: 35-46

Procedimiento para la enseñanza de la discriminación entre derecha e izquierda. Estudio de caso para un niño con deficiencia visual y discapacidad intelectual

Análisis y comparación del nivel de burnout en dos profesiones asistenciales